"In the United States, social-emotional well-being has become a priority because of concerning mental health and well-being outcomes for adolescent youth. High schools and school districts have responded by expanding mental health and social-emotional supports. However, there is little research to understand the ways in which educational leaders—including superintendents, school district coordinators, and principals—organize practices and policies to support social-emotional well-being for high school students.

In this report, the authors seek to close this research gap by presenting findings from a multi-method, multiyear national study on social-emotional well-being supports, focusing on high school students. The authors’ takeaways include insights about high school staffing, high school–specific practices that support social-emotional well-being, equity-oriented social-emotional well-being supports for minoritized students, district-level supports, and challenges to implementing or maintaining social-emotional well-being initiatives at the high school level. The authors also provide recommendations aimed at school district leaders, high school leaders, and educational policymakers."

Kennedy, K., & Wells, J. (2024). Social-emotional well-being for high school students: Guidance for school and system policy and practice. RAND. 

https://www.rand.org/pubs/research_reports/RRA3377-1.html??cutoff=true&utm_source=AdaptiveMailer&utm_medium=email&utm_campaign=701QK00000I6K6ZYAV&utm_term=00vQK00000CvYNqYAN&org=1674&lvl=100&ite=292299&lea=3909544&ctr=0&par=1&trk=a0wQK000007t2A1YAI

Trans Collection Development Study

A recent study examined collection development as it pertains to LGBTQIA+ books, with an emphasis on trans books. The researcher collected data via surveys, comparing a “control” list of books to a list of books that focused on trans topics.

This research found that many schools under-collected trans material, compared to other materials that featured non-LGBTQIA+ characters, while admitting that “some libraries in the state do have robust collections of trans material, but access to trans books varies widely across the state, and some students have poor access. This poor access amounts to inequitable service.” The researcher suggests that more research should be done on both how to improve collections of trans material in cities or states that are more hostile to the subject matter, and additional research that considers the perspectives of trans youth as well. To further investigate school librarian’s attitudes Bowman suggests interviews that could “confirm whether or not knowing a trans student impacts how librarians feel about trans books.”

Bowman, R. (2024). Good Intentions and Poor Collections: The Attitudes of School Librarians in One Southeastern State on Trans Material and Library Holdings. School Library Research, 27.  https://www.ala.org/sites/default/files/2024-10/bowman.pdf

Teens and Conspiracy Theories Study

 About 80% of teenagers encounter conspiracy theories online, and many believe at least one, according to a recent report. Many teens also struggle to distinguish between advertisements and opinion, independently reported news and digital marketing campaigns, the survey found. And most think professional news organizations are just as biased as other content creators, according to the survey that formed the basis for the report. The findings underscore the need for stronger media literacy education to help students navigate misinformation. 

News Literacy Project. (2024). News literacy in America: A survey of teen information attitudes, habits and skills. NLP.  https://newslit.org/news-literacy-in-america/

Parents' concerns about children's media use study

 Parents' concerns about children's digital media use were investigated using data from semi‐structured interviews with 17 parents of children ages five to 11 at three branches of a U.S. urban public library system. Data were analyzed using collaborative inductive thematic analysis and analyzed with the lens of culturally‐constructed anxieties about new media. The most common concerns included worries about exposure to inappropriate content, worries about digital media taking up time that children would otherwise spend engaging in more meaningful activities, concerns about safety and privacy, and worries about negative effects on children's behaviors, attitudes, and social skills. Further analysis showed parents' deeper concern for children's healthy development to underlie these narrower concerns. The authors conclude with the recommendation to shift the framing of discourse around parenting with digital media from risk protection to digital media education.

Agosta, D. et al. (2024). :We were beaten down": Parents' concerns about children's digital media use. Proceedings of the Association for Information Science and Technology.  

DOI: 

10.1002/pra2.1003

Teacher Librarian Collaboration during COVID-19 Study

 This phenomenological study explored and analyze six school librarians’ experience of changes in their professional roles during the pandemic. Three major themes emerged: the local context of the school librarians’ roles during the pandemic, the pandemic as an antagonist to the school librarians’ former and present roles, and the experience of tensions within the evolution of the school librarians’ roles.

The results suggested that the pandemic’s contributions to students’ learning loss present an ongoing, critical need for school librarians’ core value of positively impacting student achievement. Implications for school librarians are that they are strongly positioned to thrive during further evolutions of their roles as instructional settings continue to diversify.

Colvin, K., Croft, M. (2024). Indicators of Successful School Librarian and Teacher Collaboration: A Phenomenology. School Library Research, 27.

https://www.ala.org/sites/default/files/2024-10/colvin-et-al.pdf